Suchergebnisse

This study examines risk in higher education and research on the basis of a classification into three domains. The practical utility of this division into three domains is that it makes it easier to see what risks are unique to higher education (custodianship of knowledge), what risks are dependent on developments in society (microcosm of society) and what risks faced by an educational establishment are no different from those facing any other organization (education as an organization). The results of a survey of the field (through questionnaires, meetings and interviews) show that higher education institutions still do not routinely have an integrated policy on safety, security and crisis management. Within individual institutions, there is little communication between the three. Institutions, staff and students have limited awareness of the range of risks to which they and their environment are exposed. At the same time, establishments tend not to share their experiences in this field with others. Even within individual institutions, there is often little involvement of staff and students in safety and security policy and its implementation.

International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.

International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.

International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.

International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.

The issue of Almajiri education has been a subjectof discussion among scholars and a subject of great concern to the authorities.Almajiri education started from time immemorial in the Northern part of Nigeria.This paper tries to clarify how the whole process started; the variousdimensions the system took overtime and how government came in to rescue thedeteriorating state of the system by integrating the system with the modernsystem, thereby making the beneficiaries (Almajirai) learn both the Almajirieducation and the modern education simultaneously. In the end, the paper offerssuggestions as to how the system could be improved so as to meet the standardset by National Policy on Education and subsequently attain Education for All(EFA).

"NAVEDTRA 172-19-00-85"--cover. ; "Naval Education and Training Command"--cover. ; Includes index. ; Bibliography: p. 1-129-130. ; Mode of access: Internet.

Comparative education programme is one of the compulsory courses that must be offered and passed in the faculty of education before graduation. The Comparative education programme is also offered as a Masters' programme and PhD programme in many Universities across the World. The teaching and learning of Comparative education programme is facing many problems in the Nigerian higher institutions. This paper identified: inadequate funding, inadequate instructional materials, shortage of lecturers, inadequate infrastructural facilities, poor research, strike actions, brain-drain, corruption, over-population and poor curriculum development. To address this problems, the following were recommended: the government should increase the funding of Comparative education programmes, employ more qualified lecturers in Comparative education, provide adequate infrastructural facilities, adequate instructional materials, ensure periodic and effective curriculum development for Comparative education programme and Comparative education research and effective staff development for Comparative education lecturers in all higher institutions in Nigeria.

In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with the tools of conviviality for the learners is considered useful and relevant.

The history of education has actually lasted through the history and social development of human culture. Likewise, the history of Islamic education does not in fact be separated from Islam and its people. In the course of long history, Islamic education has been through various times and various regions, meaning that Islamic education continues to experience changes and developments since the early days of Islam was developed by the Prophet., until the Times Science and technology today. In the period of development that passed through several periods, Islamic education has spawned a variety of ideas from among Islamic education figures emerging from the characters and Muslims, from time to time changing and developing, will But in general the thought relates to the things that talk about the principle principles and the objectives of educators, students, media materials (curriculum), methods, Islamic educational institutions and the background of socio-economic, political environment And physically affecting the Islamic education process.